A model for teaching group dynamics to undergraduate occupational therapy students was developed. The model incorporated adult education methodology in the teaching of group leadership and personal growth. A literature review was undertaken to identify the purpose and components of laboratory education, which was recognized as the preferred method for teaching group dynamics. A modified list of components, which reflected the two major purposes of laboratory education, was used as the structural base for developing a syllabus for a one-semester course in group dynamics for occupational therapy students. The resulting syllabus was organized into the following categories: course description, course objectives, required texts, and units. Included in each unit was a statement of purpose, readings, assignments, and a sequence of activities. The three units covered group process, leadership, and applications to occupational therapy practice and closure. Opportunities for personal growth were integrated into the units. The course was designed to include opportunities for participation in adult education methods of experiential group learning. Appendices include the course syllabus, information on the learning contract, and a sample learning contract. (Author/SW)